Proposal elearning content developement

PRINCIPLES OF MULTIMEDIA
IN EDUCATION TECHNOLOGY

PROPOSAL & REPORT
FOR E-LEARNING
CONTENT OF
‘KRAF BATIK’
AZMAWATI BINTI MOHD LAZIM

Table of Content

NO TITLE PAGE

General Introduction and
1. 3
Summary
2. Aims of the Project 4

Statement of What the User
3. 4
Needs from the Application

General Treatment and Reasons
4. 5
for Choice

5. Variations on the Treatment 6

6. Outline Diagram 7

7. Human Resources 7

8. Work Schedule 8

9. Precedent Study 9

10. Sketches 12

11. REPORT 20

12. Summarized Report 21

13. Print Screen of Finalized Output 24

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General Introduction and Summary

This project is a CD-ROM aimed to teach Form 4 –Alternative subject for Art students
that offer a basic knowledge about „Kraf Batik‟. The client is teacher who is responsible
for Art programs in Sekolah Menengah Alam Shah Putrajaya. Currently there are 20
students studying „Kraf Batik‟ for the subject of Seni Visual internally, within one hour
class per-week, which means they would normally never get to meet with their
dissertation teacher personally. For some years now the the teacher has been
concerned at the level of support given to students studying the Art of Batik in this
mode, and hopes this product will go some way towards making the process less
mystifying for his students. The CD will contain largely interactive materials, interactive
exercises, some audio and video segments and some either still or moving image
segments of a beginning student and her “journey” through the first steps to final
success in learning the „Kraf Batik‟. In this courseware developed, it is specifically tough
about the basic knowledge about „Kraf Batik‟:

What is Batik and it‟s definition

The history on Batik
The type of Batik in video
The making of Batik
Game about Batik

It is anticipated that the project will take three months to produce (from start to finish).
Whilst initially this will be delivered in CD-ROM form, it is anticipated that it could be
developed later as a web-based tool which students can access from their home
computers.

3

Aims of the Project

The project is an educational application designed for a very specific purpose. It aims to
teach students who choose art for their alternative subject in form 4 offered by their
school, specifically Sekolah Alam Shah. Most or all of the students have had very little
previous knowledge in „Kraf Batik‟ before deciding in taking Art for their alternative
subject. They only have the basic knowledge in Pendidikan Seni Visual that was offered
in form 1 - 3. This project aims to give those students a “formula” for learning Batik,
the history of it and the making of Batik and have fun with the interactive exercised
offered in the courseware. The „Kraf Batik‟ is seen as a form of "art exploration" and so
this level of close instruction is justified and necessary.

Statement of What the User Needs from the Application

The students (users) will need something that is readily accessible and with multiple
entry points. The learning about „Kraf Batik‟ normally takes students about 10 months
to complete. Students need to be able to access to the Batik factory to see what is
really needed in the making of Batik, to complete the overall knowledge about Batik.
They need interactive exercises related to the skills they are trying to learn, and they
need built-in feedback from any attempts they make at the various exercises. They also
need to feel that the application relates directly to their needs, and they need to be able
to see the basic knowledge and skill needed to make the Batik as shown in the video
proposed to the courseware.

Research made on the video from www.instructables.com

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The students need also to be able to see the “step by step” process of making all type
of Batik as in the factory-. This video should be included in the CD-ROM.

Navigation should be easy and the application should not take up excessive
memory/bandwidth as student computing capacity will vary, although students have
been told a minimum hardware requirement is a recent model Pentium computer and a
CD-ROM drive.

The client needs have confidence in the ease of operation of the application, and in the
robustness of the software.

General Treatment and Reasons for Choice

The application will show video or still segments of a the introduction of Batik, the
interactive content and the video of making the Batik. Once a section is introduced in
this way, the student will be directed to specific interactive exercises. These will largely
be game-based, but will also include audio segments for variety of question.

Much of the application will be interactive and ended with game as the interactive
exercise. These interactive exercises have two parts, a practice component which is
common to all students (and provides pre-set feedback), and a second component
whereby students enter their own data and get "live" feedback from the programmed
game provided.

The reason for choosing a videoed “student” to guide the user through the real
situation in making the Batik as perdone it the factory. It is also will allow the user to

be readily identify with this guide and so feel more personally connected to the subject
matter and processes. The interactive exercises enable the users to practice as much as
possible the knowledge-skills they had learn throughout the courseware. The more
work they do, the more confident they will become with this unfamiliar process. Then
they will be ready to input their own data.

5

Variations on the Treatment

If possible, it may be helpful to incorporate a little animated figure to be the “helper”
throughout the application, rather than using a “live” teacher on video. The avatar
might be designed using the research done on the software from
http://www.myavatareditor.com/

This might make the somewhat heavy workload a little lighter for the users.

6

Outline Diagram

The navigation structure for each topic to be taught/practised.

Inbuilt system
Interactive
feedback feedback –
content Content on user input
Video intro on the
(text + (text + Video - quizes
answer
audio) audio) given

The design incorporates multiple entry and exit points. Users can opt out of some
sections, or go back, forward, repeat sections at will.

Human Resources

If in real business development, for this project, I will need to get a full briefing from
the client who is the Art teacher from Sekolah Alam Shah. In fact the client will be the
main writer for the project, and will need to work closely with our editor and other team
members.

A video will be made and edited into short segments. This will require our video
technician for approximately two hours plus a further three hours editing time.

7

The project manager (producer) will work on this project from start to finish, and
will be responsible for client liaison.
The audio technician will also be used for approximately three hours plus editing
time.
The text editor will be employed for approximately one week.
The interface designer will work for one week.
The programmer/tester will work for a further three weeks.

Work Schedule

Timetable

The timetable for completion of this project is as follows:
WEEK 1 WEEK 2 WEEK 3
Process
26/04/10 03/05/10 10/05/10 17/05/10 24/05/10 31/05/10 07/06/10 14/06/10 21/06/10 28/06/10
PROPOSAL ACCEPTED CONSULTATION CONSULTATION
TARGET

PHOTOSHOP development of interface development of interaction

BATIK PROPOSAL ACCEPTED INTRODUCTION HISTORY CONTENT VIDEO GAME FINALIZE CONTENT COMPILATION

Equipment

It is likely that the whole application will be developed in Adobe Flash, with Photoshop
being used for still photographs, Adobe Premiere as the video editor and Sound Edit 16
as the audio editor. Microsoft PowerPoint might be used to provide summary
information throughout the application. Estimated time for me to work on the project is
12 weeks, including the writing which will largely be done by the teacher (in the first 7
weeks).

Mode of distribution

For this first distribution, the teacher has requested CD-ROM, as his student sometimes
have a resistance to internet based learning tools. If the CD-ROM comes as a part of
their "Study Package" the client believes the students are more likely to use it, and less
likely to experience technical problems.

8

Precedent Study

http://www.innaiBatik.com/
Introduction page with button for internal navigation

Loading page :

9

Splash montage:

Engine Button from http://www.artrage.com/artrage.html:

10

The interface is combine with both technique from Adobe Flash & Photoshop with
flowery element to suit with the content – Batik :

11

PRINCIPLES OF MULTIMEDIA IN EDUCATION TECHNOLOGY

12
Text link to the content
Sketches

Main Element :
Text

Control Button for Button : To Button : To go Button : Audio
content flow proceed forward backward Control

Text : Screen
alocation

13

Main element of Multimedia Main element of Multimedia
usage -User Control Button. usage - Sound : Sound Control

Taxonomy of
instructional graphics
used : Organizational

14


15

Main Element :
Images

The inserted of real
images of Kain Batik
Sarung – Student learn
better from words and
picturese than from
words alone.

16


17

Main Element :
Movies

The combination
of, graphics,
video, audio
and text delivery

18


19


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REPORT

Summarized Report

Name of Subject : „Kraf Batik‟

Language Used: Bahasa Melayu

User target : Form 4 Art Student

Proposed School Offered : Sekolah Alam Shah Putrajaya

Method used for teaching PC added method : Courseware Basis – CD Based.

The Lesson is about : 1. Learning objectives
2. Introduction about „Kraf Batik‟
3. History of batik

4. Batik Making Method
5. Video on how to create batik as a piece of artwork.
6. Process step

Timeframe: 6 hours teaching = 3 weeks class offered (2 hours per
week session)

Student will be given a copy of courseware in CD based
as their self learning reference.

Course overview

Welcome to „Kraf Batik‟

This course is intended for people who choose ART class for the alternative subject for
Form 4

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Course objectives

The objectives of this course are:

Identify the element of Batik.

Label the parts of Batik.

Recite the history of Batik.

Course outcomes

Upon completion of „Kraf Batik‟, you will be able to:

Identify the element of Batik.

Label the parts of Batik.

Recite the history of Batik.

Abstract about the Batik in E-Learning.

As an adult learner your approach to learning will be different to that from your
school days: you will choose what you want to study, you will have professional and/or
personal motivation for doing so and you will most likely be fitting your study activities
around other professional or domestic responsibilities.

Essentially you will be taking control of your learning environment especially for the Art
Module. As a consequence, you will need to consider performance issues related to time
management, goal setting, stress management, etc. Perhaps you will also need to
reacquaint yourself in areas such as essay planning, coping with exams and using the

web as a learning resource for the „„Kraf Batik‟‟ or you may refer to the CD courseware
basis given by the Teacher.

Your most significant considerations will be time and space i.e. the time you dedicate to
your learning and the environment in which you engage in that learning.

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Assignments

Assignments A piece of Batik Artwork size 6x11 inch.

The assignment shall be submitted during class presentation.

Student should submit the artwork to their Art teacher

Assessments

Assessments There will be 1 assessment for this BATIK

There will be 2 self assessments – PreTest & Post Test

The BATIK assessment will be conduct at Hour 3 when student are assign to creat their
own masterpiece of Batik Art & the making itself.

Learners will be given 3 hours to create their artwork (Batik)

Teacher will evaluate the artwork made by student. Teacher should email the result
after a week of marking stages

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Finalized Output

Montage

Interactivity level
for this page :
Level 1 – act solely
as a receiver of
information
(Passive)

The montage will lead the user to this main page:

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Main template.

The template to call the content was made with all the multimedia element : button to
guide and at the same time help the learner to navigate the overall content.

There are few important element in the template as shown below:

The
flowery
batik
element

to
enhance
the look
of batik.
The sound The screen title : to let the
control user aware on particular
Button to
button page viewed
go back
The
to main
scrollbar
menu

The The The The screen number : to let
rewind pause forward the user aware on
button button button remaining screen left.

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Link 1 : „Pengenalan‟

When user click on the pengenalan button, it will allow the user to jump to this page:

This flower button
is the link that
allow student to go

back to the main
page.

Manageable Information Loading : This screen script is design to alert the student
There is a control button to give users on which screen they are viewing. I helps the
time to assimilate the necessary student in planning their learning pace.
information.
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Link 2 : „Konsep‟

When user click on the konsep button, it will allow the user to jump to this page for
“definisi”

Usage Principle of View point: Content area that present the different
aspects of the object/ information by combination of media. Student cans
rollover on the tooltip link (blue color font) to view the images.

27

The interaction of flow for the content in the konsep continued with the page for asal-
usul batik. In this page, student can see the animation of map flow to show the
orientation of batik movement throughout the history and eras.

The usage of
information
modeling
components - Map

The interaction will continue till the batik come to Malaysia. The animation of map flow
will stop in this particular page. I use the scroll bar to navigate the user on the timeline
of the content. As you may see in this particular screen, Map of Malaysia appear at the
end of the timeline in the scrollbar.

Interactivity level for
this page : Level 2 –
makes simple responses

to instructional cues
(limited participation)

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Usage Principle of Avoid Attention Conflicts. This tooltip button link used to make sure
user can assimilate information without being distracted.

Presentation planning – Internal link – sub button

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When the student continues their learning, they will see the page of “Bahagian Kain
Batik Sarung”. The tooltip are for the particular part of batik sarung will be blinking to
show the interaction that exists on that hotspot.

When student rollover on the hotspot area, the pop up will appear showing the detail
part and name for the link, as show below:

30

I‟ve also insert the interactivity element where student have to give input to get to their
selected batik as shown below. Student may click on the illustration with the tagging on
the interface.

Video would be very helpful for e-learning purposes. Student may learn better when the
images shown in the video version complete with narration rather than the image itself.
In the last screen of my courseware, I embedded the technique in producing batik for
student‟s reference.

Media selection
– video added

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Link 3 : „Aktiviti‟

Instruction for
assessment page

Implication for Multimedia Interface –
The element of active learning inserted
in this activity pages

Interactivity level for this page : Level 3 – allow user to makes a variety of responses using varied
techniques in response to instructional cues (complex participation.

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Link 4 : „Pengayaan‟

Implication for Multimedia Interfaces for learning – Shcema
Intergration : Learning will only be effective if the user has
sufficient existing knowledge as what they learn on the
‘konsep’ & ‘Aktiviti’, to make sense of this ‘Kraf Batik’
material (as what suggested in the Piaget Learning Theory)

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Reference

http://www.how-to-study.com/
The “How to study” web site is dedicated to study skills resources. You will find links to study
preparation (a list of nine essentials for a good study place), taking notes, strategies for reading text
books, using reference sources, test anxiety.

http://www.ucc.vt.edu/stdysk/stdyhlp.html
This is the web site of the Virginia Tech, Division of Student Affairs. You will find links to time
scheduling (including a “where does time go?” link), a study skill checklist, basic concentration
techniques, control of the study environment, note taking, how to read essays for analysis, memory
skills (“remembering”).

http://www.howtostudy.org/resources.php
Another “How to study” web site with useful links to time management, efficient reading,
questioning/listening/observing skills, getting the most out of doing (“hands-on” learning), memory

building, tips for staying motivated, developing a learning plan.

MINISRTY OF EDUCATION

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